THE IMPACT OF WORKING AS SERVICE CREW WHILE STUDYING ON THE

ACADEMIC PERFORMANCE OF STUDENTS

What I can do (Week 4)

Directions: Based on the Statement of the Problem, Write a Review of Related

Literature.

Review of Related Literature

Academic Performance is the measurement of student achievement across

various academic subjects. Teachers and education officials typically

measure achievement using classroom performance, graduation rates and results from

standardized tests. There are varied factors that may influence academic performance.

One of which is the personal factors that may include personal attributes of learners

such as behavior, background, motivation and so on. Working while studying is one

aspect of personal attribute that affects academic performance tremendously.

From the empirical point of view, there is a substantial amount of evidence about

the relationship between working while studying and academic outcomes (Theune,

2015). The general findings point out that pre-graduation working experiences are

detrimental for academic outcomes, but at the same time improve future employment

potential. However, the direction and the extent of the impacts of working while studying

on performance are likely to depend on specific characteristics of the job performed

during higher education.

 Some studies have previously considered the relevance of these two attributes of

the job performed during higher education for academic outcomes, but in a separate

fashion. In particular, Darolia (2014) and Body et al. (2014) have focused on the

relevance of work intensity on academic performance, showing that a negative impact is

found when students are employed in full-time jobs, while part-time jobs do not seem to

have a significant impact on academic achievements. Light (2001), found out that there

exists a premium for working while in school when the working load is higher than 21

hours per week. However, there is a lack of evidence about the joint effect of being

involved in a job of a given intensity (i.e. part-time or full-time) and the job relationship

with the field of study, on academic performance.

The relationship between carrying out working activities during academic

endeavors has been widely explored by the literature. From a theoretical point of view,

there are some benchmarks theories that are related to this issue. According to the

Signalling Theory (Spence, 1973), students' work experience can be seen as a strong

signal of work motivation, due to the effort of combining work and study. Social Network

Theory (Granovetter, 1973) and Social Capital Theory (Coleman, 1988) predict

students' better employment outcomes at career entry due to the linkage students are

able to generate while working.

In terms of academic outcomes, the benchmark reference can be considered the

Theory of the Allocation of Time (Becker, 1965), where it can be inferred a negative

impact of employment activities during university on academic performance due to the

trade-off between the time dedicated to study and working time. Nevertheless, there

might not be necessarily a negative relationship between working and academic

achievement in case of an efficient organization of working/studying schedule (such as

choice of not compulsory lessons, flexibility in academic planning schedule, etc). Also

the trade-off between working and studying could be reduced by substituting working

time with leisure, rather than with hours of study (Dundes and Marx, 2006). From an

empirical point of view, the impact of working while studying on academic or labour

market performance has been widely analysed. Concerning academic performance,

empirical studies have generally looked at the impact of working while studying on

academic achievements in terms of time-to-degree and credits/mark obtained. Using

different methodologies and identification strategies -in order to take also into account

endogenous self-selection into working activities- general findings point out a negative

impact of pre-graduation working experiences on academic achievements (Theune

2015). Nonetheless, the academic penalization due to working while studying seems to

depend on working time, as reported by Triventi (2014), Darolia (2014) and Body et al.

(2014). Their results show that academic achievement is dampened especially when

students perform full-time jobs, while the impact of part-time or low-intensity jobs seems

to only marginally affect students' academic achievements. Consistent evidence has

been obtained also from studies considering the amount of working hours, which

highlight that the negative impact on academic performance increases with work

intensity (Beffy et al., 2013). Hence, the impact of working while studying on academic

achievements changes when different working intensities are considered.

On the whole, these studies point out the relevance of considering specific

features of the job performed during academic endeavor to achieve a better

understanding of the effects of working while studying on academic

References

https://ballotpedia.org/Academic_performance
Becker, G. S., (1965), "A theory of the allocation of time", Economic Journal, 75: 493–
517
Beffy, M., Fougère, D. and A. Maurel, (2013), "The effect of college employment on
graduation: evidence from France", CEPR Discussion Paper, 9565.
Body, K.M.D., Bonnal L., and J.F. Giret, (2014), "Does student employment really
impact achievement? The case of France", Applied Economics, 46(25), 3061-3073.
Coleman, J. S., (1988), "Social Capital in the Creation of Human Capital", The American
Journal of Sociology, 94: 95–120.
Dundes, L. and J. Marx, (2006), "Balancing work and academics in college: Why do
students working 10– 19 hours per week excel?" Journal of College Student Retention,
8(1): 107–120.
Darolia, R., (2014), "Working (and studying) day and night: Heterogenous effect of
working on the academic performance of full-time and part-time students", Economic of
Education Review, 38, 38-50.
Granovetter, M. S., (1973), "The Strength of Weak Ties", American Journal of
Sociology, 78, 1360–1380.
Light A., (2001), "In-School Work Experience and the Returns to Schooling", Journal of
Labor Economics, 19(1): 65–93.
Spence, M., (1973), "Job Market Signaling", Quarterly Journal of Economics, 87: 355–
374.
Theune, K., (2015), "The working status of students and time to degree at German
universities", High Educ, 70, 725-752.
Triventi, M., (2014), "Does working during higher education affect students' academic
progression?", Economic of Education Review, 41, 1-13.
What I Can DO (Fifth Week)
Title of the Research: THE IMPACT OF WORKING AS SERVICE CREW WHILE
STUDYING ON THE ACADEMIC PERFORMANCE OF STUDENTS
Approach to be used: Descriptive-correlational approach
Hypothesis: There is no significant relationship between working as service crew and
academic performance of student

What I Can Do (Fifth Week)

Definition of Terms
1. Academic Performance - the measurement of student achievement across
various academic subjects. Teachers and education officials typically
measure achievement using classroom performance, graduation rates and
results from standardized tests.
2. Service Crew - workers in the food service industry who are responsible for
preparing and serving food to customers. Service crew workers normally work in
a team-oriented environment where each person is assigned a specific task.
3. Academic outcomes - represent the skills, knowledge, and abilities that
students develop through their course work and other educational experiences.

What I can do (Sixth Week)

Conceptual Framework

Conceptual Framework

This research, based on the data presented above, would like to assess the

effect of working as service crew to the academic performance of the learners.

Figure 1 presents the paradigm of the study. In this study, the researchers used

Input (I) – Process (P) – Output (O) IPO approach. A conceptual framework can guide

research by providing a visual representation of the paradigm of the study.

The first frame presents the Input which pertains to the respondents’ demographic

information such as age, sex and strand as well as the record of academic

performance.

The second frame presents the Process which includes the procedures to be

undertaken for the study like data gathering techniques and data analysis.

The third frame presents the Output of the study which refers to the improved

academic performance of the students.

Input Process Output

 Data Gathering
Procedure Improved Students
 Demographic
Information Survey Academic
Age Questionnaire Performance
Sex
 Data Analysis
Strand
 Academic
Performance

Figure 1. Paradigm of the Research